Lonigan, Christopher J.

Accelerating language development through picture book reading

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988) · Developmental Psychology

Language Development and DisordersReading and Literacy Development

Cited by 1,456

Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds

Lonigan, C. J., & Whitehurst, G. J. (1998) · Early Childhood Research Quarterly

Reading and Literacy DevelopmentEarly Childhood Education and Development

Cited by 702

Accelerating language development through picture book reading: Replication and extension to a videotape training format

Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994) · Journal of Educational Psychology

Language Development and DisordersReading and Literacy Development

Cited by 455

Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.

Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014) · Developmental Psychology

Early Childhood Education and DevelopmentDevelopmental and Educational Neuropsychology

Cited by 385

Relations between executive functions and academic outcomes in elementary school children: A meta-analysis.

Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., & Lonigan, C. J. (2021) · Psychological Bulletin

Developmental and Educational NeuropsychologyCognitive Abilities and Testing

Cited by 362

Temperament, anxiety, and the processing of threat-relevant stimuli

Lonigan, C. J., Vasey, M. W., Phillips, B. M., & Hazen, R. A. (2004) · Journal of Clinical Child & Adolescent Psychology

Anxiety, Depression, Psychometrics, Treatment, Cognitive ProcessesChild and Adolescent Psychosocial and Emotional Development

Cited by 303

Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators

Allan, N. P., & Lonigan, C. J. (2011) · Developmental Psychology

Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional Development

Cited by 208

An Affect-Based, Hierarchical Model of Temperament and Its Relations With Internalizing Symptomatology

Anthony, J. L., Lonigan, C. J., Hooe, E. S., & Phillips, B. M. (2002) · Journal of Clinical Child & Adolescent Psychology

Child and Adolescent Psychosocial and Emotional DevelopmentPersonality Traits and Psychology

Cited by 119

Executive Function Among Preschool Children: Unitary Versus Distinct Abilities

Lerner, M. D., & Lonigan, C. J. (2014) · Journal of Psychopathology and Behavioral Assessment

Developmental and Educational NeuropsychologyCognitive Abilities and Testing

Cited by 110

Positive and Negative Affectivity in Children: A Multitrait-Multimethod Investigation

Phillips, B. M., Lonigan, C. J., Driscoll, K., & Hooe, E. S. (2002) · Journal of Clinical Child & Adolescent Psychology

Child and Adolescent Psychosocial and Emotional DevelopmentAnxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Cited by 98

Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities

Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011) · Psychology in the Schools

Reading and Literacy DevelopmentEarly Childhood Education and Development

Cited by 96

Do early literacy skills in children's first language promote development of skills in their second language? An experimental evaluation of transfer.

Goodrich, J. M., Lonigan, C. J., & Farver, J. M. (2013) · Journal of Educational Psychology

Reading and Literacy DevelopmentLanguage Development and Disorders

Cited by 91

Identifying the dimensionality of oral language skills of children with typical development in preschool through fifth grade

Lonigan, C. J., & Milburn, T. F. (2017) · Journal of Speech, Language, and Hearing Research

Language Development and DisordersReading and Literacy Development

Cited by 88

Can working memory training work for ADHD? Development of central executive training and comparison with behavioral parent training.

Kofler, M. J., Sarver, D. E., Austin, K. E., Schaefer, H. S., Holland, E., Aduen, P. A., Wells, E. L., Soto, E. F., Irwin, L. N., Schatschneider, C., et al. (2018) · Journal of Consulting and Clinical Psychology

Attention Deficit Hyperactivity DisorderCognitive Abilities and Testing

Cited by 46

A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD.

Kofler, M. J., Wells, E. L., Singh, L. J., Soto, E. F., Irwin, L. N., Groves, N. B., Chan, E. S. M., Miller, C. E., Richmond, K. P., Schatschneider, C., et al. (2020) · Journal of Consulting and Clinical Psychology

Attention Deficit Hyperactivity DisorderDevelopmental and Educational Neuropsychology

Cited by 44

The latent structure of child depression: A taxometric analysis

Richey, J. A., Schmidt, N. B., Lonigan, C. J., Phillips, B. M., Catanzaro, S. J., Laurent, J., Gerhardstein, R. R., & Kotov, R. (2009) · Journal of Child Psychology and Psychiatry

Child and Adolescent Psychosocial and Emotional DevelopmentMental Health Research Topics

Cited by 22

The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study.

Pelham, W. E., Altszuler, A. R., Merrill, B. M., Raiker, J. S., Macphee, F. L., Ramos, M., Gnagy, E. M., Greiner, A. R., Coles, E. K., Connor, C. M., et al. (2022) · Journal of Consulting and Clinical Psychology

Attention Deficit Hyperactivity DisorderBehavioral and Psychological Studies

Cited by 19